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1. Personal Recount is a text which retells an activity that the writer has been personally involved in, for example diary entry and oral anecdote. Personal
recount uses the first person pronoun as I and We. 2. Factual Recount is a text which records the particular of accident, for example
report of a science experiment and news report. It uses the third person pronouns such as he, she and it. In factual recount, details are selected to help the readers
reconstruct the activity or incident accurately. In this case, explanations and justification can be included.
3. Imaginative Recount is a text which takes on an imaginary role and gives details of events, for example a day in Treasure Island. It is written in the first person.
In this recount, it may be appropriate to include personal reactions.
6. Questioning Technique in Teaching Writing
There are two techniques in teaching writing, namely controlled and free writing, Raimes1983:93. Controlled writing consists of five techniques namely
controlled composition, question and answer, guided composition, sentence combining, and parallel writing, while free writing refers to writing activity
which is not strictly controlled.
1 Controlled Writing Technique
Heaton 1988:149 defines controlled writing technique as a technique of teaching writing by controlling the students’ freedom of expression in his
written work. According to Raimes 1983:95, controlled writing technique is a technique used by the teacher for teaching writing in which great deal of the
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content of form is supplied to his students. For example, teacher gives an outline to complete a paragraph to manipulate, or a passage to continue.
Based on the statements above, it can be concluded that controlled writing is a technique of teaching writing that is implemented to control the
students’ freedom of expression in his written work. The technique is applied by giving controlled pattern exercises such as:
completion, rearrangement, or giving some language used in composing written text.
Raimes 1983:96 divides controlled writing technique into five different types. They are controlled composition, question and answer, guided
composition, sentence combining, and parallel writing. They are described as follows:
a. Controlled composition type deals with the teacher’s control which the students are given a passage to be manipulated, so they can produce a new
composition without concerning themselves with content, finding ideas and forming sentences, Raimes 1983:97. In other words, the students write
another version of text or paragraph given by the teacher or textbook. They change the subject but they are not allowed to use their ideas to change the
content. b. Question and answer is the type of writing composition using question and
answer format to allow the students a little more freedom of constructing sentences. In this case, the students are not given the actual text that they
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will write. They are given a series of constructed questions that make a coherent paragraph.
c. Guided composition is the extension of the controlled composition which gives students some hut not all the content and form of the sentences they
will use. In this case, a teacher gives an outline or picture series as a guideline to students to enable them to write paragraphs.
d. Sentence combining is the combination of simple sentences into a longer compound or complex sentence, Raimes 1983:107. This technique is
intended to help students learn a new language structure. It does not give the students opportunity to formulate ideas. However, the complete sentences
provide a lot of practice with the syntactic structure that is common in writing.
e. Parallel Writing is a kind of controlled writing technique where students read and study a passage and then write their own or similar theme using
vocabulary, sentence structure and organization of the model passage as a guide, Raimes, 1983:109.
2 Free Writing Technique
Free writing was limited to structuring sentences, often in direct answer to questions, the result of which looked like a short piece of discourse, usually a
paragraph in technique; the students are not strictly controlled. They are given opportunity to express their ideas and to tell a story. However their freedom is
guided. It means that the teacher sets the genre. They may write their own stories
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and topics as long as it has generic structure shown in competence-based curriculum. For example the student may write their experiences, but their
writing should consist orientation, events, and closure of events.
3 Questioning Technique
Questioning Technique is a technique in the teaching of writing in which students are given a series of questions related to the topic that build a coherent
paragraph. After answering the questions given, they can combine their answer into a simple paragraph. It is used in writing a recount paragraph in each cycle of
the actions. Question and answer format is one of the controlled writing types that
encourages students a little more freedom in structuring sentences. The students are not given the actual text that they will write, rather, they are given in series
of questions, and the answers are the students’ guidance in structuring paragraph Raimes, 1983. Questioning technique is a guideline or a technique that might
help students in expressing their idea on paper. According to Frazee and Rose 1995, questioning is the oldest technique
in teaching. However, it is a common teaching technique and it is fundamental to outstanding teaching. Questioning is universally used in activation technique
in teaching Ur, 1996. Furthermore, she states that there are various reasons why a teacher might ask questions in the classroom. One of the reasons is to
encourage self-expression of students. It means that question enable students to express their ideas, opinions, and thoughts though oral or written form.
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4.Types of Questioning Technique
Morgan and Saxton in Brualdi 1991: 1 states that teachers ask questions several reason, such as the act of asking questions which helps
teachers keep students actively involved in lessons and while answering questions, students have the opportunity to openly express their ideas, opinions,
and thoughts, etc. these two reason imply that asking questions fosters interaction between the teacher and the students. Besides, the students get
meaningful chance to produce language in written form. There are two basic types of questions according to Frazee and Rose
1995. They are as follows: a. Convergent — Answer to these types of questions are usually within a very
finite range of acceptable accuracy. These may be at several different levels of cognition - comprehension, application, analysis, or one where he makes
inferences or conjectures based on personal awareness, or on material read, presented or known.
Example: 1. What were the main reasons why Ophelia went mad? This is not specifically stated in one direct statement in the text of Hamlet.
Here the reader must make simple inferences as to why she committed suicide.
2. Why do Harry Potter, Ron, and Hermione want to take a revenge to lord voldemort?
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b. Divergent — These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios.
Correctness may be based on logical projections, may be contextual, or arrived at thought basic knowledge, conjecture, inference, projection, creation, intuition,
or imagination. These types of questions often require students to analyze, synthesize or evaluate a knowledge base and then project or predict different
outcomes. Answering these types of questions mat he aided by higher levels of affective functions. Answer to these types of questions generally fall into wide
array of acceptability. After correctness is determine subjectively based on the possibility or probability. Often the intent of these types of questions is to
stimulate imaginative and creative thought, or investigate cause and effective relationships. Example
1. In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and their lives if hamlet had not been so
obsessed with the revenge of his father’s death ? 2. What would Lord Voldemort do to Harry Potter if Dumbledore did
not die? in this case, Dumbledore has been killed by the partners of Lord Voldemort.
In addition, according to Doffin’s idea, there are three types of questions. They are as follows:
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1. WH Questions
